The reading growth of 1,422 second- and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in special education made differentially less growth compared with peers not in special education, and (c) greater risk for reading failure and identification for special education was associated with poorer reading growth. Implications are discussed regarding the involvement of students in special education in Comprehensive School Reform initiatives and the need for more intensive instruction and assessment for students in special education and those at risk for reading failure.